1. Indicate below whether each activity would be nontaxable or taxable (subject to UBTI) for a tax exempt investor: "U" = subject to UBTI "N" = nontaxable

_____ Single family home real estate development and sale

_____ Operating income from a nursing home

_____ Condominium sales in the ordinary course of a business

_____ Capital gain distributions from a REIT

_____ Interest income on a loan from a wholly owned US corporation

_____ Dividends from a corporation where the investment was made with borrowed money

_____ Daily parking fees for customers who may or may not be tenants

_____ Ordinary dividends from a REIT

2. List 5 requirements to qualify as a REIT:

1 ________________________________

2 ________________________________

3 _________________________________

4 _________________________________

5 _________________________________

TOPIC: Depression among students who arrived in some Australian University

Write a reflection on your personal response to the interview experience on depression among international students in University. For example you can reflect on your question delivery and engagement with the participants or your listening skills. What did you do well? What did you find easy? What can you improve on?

Note: We conduct Interview with 3 international students and some questions were, what do you know about depression? how often do you feel sad? what are the main reason having such issues? views regarding causes of depresion? have consult anyone regarding your problem?

INTERVIEW TECHNIQUE: FACE TO FACE

ALSO HIGHLIGHT FINDINGS AND RECOMMMENDATIONS

Chi-Square/Contingency Table Analysis

Professor Johnson who is a professor at Yale’s University and wanted to see if his grade distribution after his first year of teaching was comparable to the overall university grade distribution, which has the following percentages: A = 10%, B = 22%. C = 40%, D = 21% and F = 7%. The distribution of Professor Johnson grades for 323 students at the end of his year was a follow: 38 students received As, 78 received Bs, 139 received Cs and 55 received Ds, and 13 received Fs. Does Professor Johnson grade distribution fit the overall college’s distribution? Test, using apla = 0.05.

1. State the Ho and the Ha
2. Indicate the alpha level and determine the critical value
3. Calculate the relevant statistics
4. Results
5. Analysis & Decision

A Mexican company is evaluating alternatives to hedge its accounts receivable in US$ due in three months. A futures hedge for this transaction will be

Group of answer choices

buying a Peso futures contract.

buying a US$ futures contract.

selling a Peso futures contract.

selling a US$ futures contract.

Cleveland Enterprises, Inc. began business on January 1, 2019. The company purchased $150,000 worth of 5-year equipment on March 1. The company uses MACRS depreciation for tax purposes and straight line depreciation for financial statement purposes. The company’s net income for financial statement purposes is $300,000. Tax depreciation on the equipment is $30,000 and book depreciation is $25,000. The company earned $2,000 in interest from a tax free municipal bond. Prepare the journal entry for financial statement purposes for the company’s tax expense at 12/31/19. Assume a tax rate of 21%.

Lori Longpie is an employee who is paid monthly. For the month of January of the current year, she earned a total of $8,260. The FICA tax for social security is 6.2% and the FICA tax rate for Medicare is 1.45%. The FUTA tax rate of .6% and the SUTA tax rate of 5.4% are applied to the first $7,000 of an employee's pay. The amount of federal income tax withheld from her earnings was $1,325.17. She also had union dues of $50 withheld from her pay. Complete the following:

1) Calculate her net pay, showing all components.

2) Calculate the employer’s payroll taxes due.

3) Prepare the journal entries required by #1 and #2

Show all calculations!

Everyone should be concerned about Leadership: We're each leaders in various ways—within our families, our community organizations, our work organizations, groups we belong to, even of (and maybe most importantly, of) ourselves. And all of us, without exception, are consumers of others' leadership, like it or not. We're subject to the leadership influences of others at all systemic levels, ranging from the smallest social unit, to gigantic organizations, world governments, and other influential systems. Living as we do in more or less constant relationship with leadership, it behooves us all to be informed consumers and wielders of leadership.

The Cry for Leadership

Why do we not have better leadership? The question is asked over and over. We complain, express our disappointment, often our outrage; but no answer emerges.

When we ask a question countless times and arrive at no answer, it is possible that we are asking the wrong question--or that we have misconceived the terms of the query. Another possibility is that it is not a question at all but simply convenient shorthand to express deep and complex anxieties. It would strike most of our contemporaries as old-fashioned to cry out, "What shall we do to be saved?" And it would be time-consuming to express fully our concerns about the social disintegration, the moral disorientation, and the spinning compass needle of our time. So we cry out for leadership.

To some extent the conventional views of leadership are shallow, and set us up for endless disappointment. There is an element of wanting to be rescued, of wanting a parental figure who will set all things right. Such fantasies for grown-up children should not lead us to dismiss the need for leaders nor the insistent popular expression of that need. A great many people who are not given to juvenile fantasies want leaders-- leaders who are exemplary, who inspire, who stand for something, who help us set and achieve goals.

Unfortunately, in popular thinking on the subject, the mature need and the childlike fantasies interweave. One of the tasks of this book is to untangle them, and to sketch what is realistically possible. Leadership is such a gripping subject that once it is given center stage it draws attention away from everything else. But attention to leadership alone is sterile--and inappropriate. The larger topic of which leadership is a subtopic is the accomplishment of group purpose, which is furthered not only by effective leaders but also by innovators, entrepreneurs and thinkers; by the availability of resources; by questions of morale and social cohesion; and by much else that I discuss in this book. It is not my purpose to deal with either leadership or its related subjects comprehensively. I hope to illuminate aspects of the subject that may be of use in facing our present dilemmas -- as a society and as a species.

The Issues Behind the Issues

We are faced with immensely threatening problems--terrorism, AIDS, drugs, depletion of the ozone layer, the threat of nuclear conflict, toxic waste, the real possibility of economic disaster. Even moderately informed citizens could extend the list. Yet on none of the items listed does our response acknowledge the manifest urgency of the problem. We give every appearance of sleepwalking through a dangerous passage of history. We see the life-threatening problems, but we do not react. We are anxious but immobilized.

I do not find the problems themselves as frightening as the questions they raise concerning our capacity to gather our forces and act. No doubt many of the grave problems that beset us have discoverable, though difficult, solutions. But to mobilize the required resources and to bear what sacrifices are necessary calls for a capacity to focus our energies, a capacity for sustained commitment. Suppose that we can no longer summon our forces to such effort. Suppose that we have lost the capacity to motivate ourselves for arduous exertions in behalf of the group. A discussion of leadership cannot avoid such questions.

Could it be that we suppress our awareness of problems--however ominous--because we have lost all conviction that we can do anything about them? Effective leaders heighten both motivation and confidence, but when these qualities have been gravely diminished, leaders have a hard time leading. Suppose that fragmentation and divisiveness have proceeded so far in American life that we can no longer lend ourselves to any worthy common purpose. Suppose that our shared values have disintegrated to the point that we believe in nothing strongly enough to work for it as a group. Shared values are the bedrock on which leaders build the edifice of group achievement. No examination of leadership would be complete without attention to the decay and possible regeneration of the value framework. Suppose that our institutions have become so lacking in adaptive-ness that they can no longer meet new challenges. All human institutions must renew themselves continuously; therefore, we must explore this process as it bears on leadership.

I think of such matters--motivation, values, social cohesion, renewal--as the "issues behind the issues," and I shall return to them often in the pages that follow.

Our Dispersed Leadership

In this society, leadership is dispersed throughout all segments of the society--government, business, organized labor, the professions, the minority communities, the universities, social agencies, and so on. Leadership is also dispersed down through the many levels of social functioning, from the loftiest levels of our national life down to the school principal, the local union leader, the shop supervisor.

We have always associated both kinds of dispersion with our notions of democracy and pluralism. But as our understanding of the principles of organization has developed, we have come to see that there is really no alternative to such dispersal of leadership if large-scale systems are to retain their vitality. The point is relevant not only for our society as a whole but also for all the organized subsystems (corporations, unions, government agencies, and so forth) that compose it.

Most leadership today is an attempt to accomplish purposes through (or in spite of) large, intricately organized systems. There is no possibility, that centralized authority can call all the shots in such systems, whether' the system is a corporation or a nation. Individuals in all segments and at all levels must be prepared to exercise leaderlike initiative and responsibility, using their local knowledge to solve problems at their level. Vitality at middle and lower levels of leadership can produce greater vitality in the higher levels of leadership.

In addition to all people down the line who may properly be called leaders at their level, there are in any vital organization or society a great many individuals who share leadership tasks unofficially, by behaving responsibly with respect to the purposes of the group. Such individuals, who have been virtually ignored in the leadership literature, are im-mensely important to the leader and to the group. (And as I point out later, even the responsible dissenter may be sharing the leadership task.)

Understanding Leadership

I have seen a good many leaders in action. My first chore for a president was for Eisenhower, whom I had known earlier when he headed Columbia University. Of the seven presidents since then, I have worked with all but two. But I have learned powerful lessons from less lofty leaders--from a top sergeant in the Marine Corps, from university presidents, corporate chief executive officers, community leaders, bank-ers, scientists, union leaders, school superintendents, and others. I have led, and have worked in harness with other leaders.

The development of more and better leaders is an important objective that receives a good deal of attention in these pages. But this is not a how-to-do-it manual. The first step is not action; the first step is understanding. The first question is how to think about leadership. I have in mind not just political buffs who want more and better leaders on the political scene, nor just CEOs who wonder why there are not more leaders scattered through their huge organizations. I have in mind citizens who do not want to be victimized by their leaders, neighborhood organizations that want to train their future leaders, the young people who dream of leadership, and all kinds of people who just want to comprehend the world around them.

Citizens must understand the possibilities and limitations of leadership. We must know how we can strengthen and support good leaders; and we must be able to see through the leaders who are exploiting us, playing on our hatred and prejudice, or taking us down dangerous paths.

Understanding these things, we come to see that much of the responsibility for leaders and how they perform is in our own hands. If we are lazy, self-indulgent, and wanting to be deceived; if we willingly follow corrupt leaders; if we allow our heritage of freedom to decay; if we fail to be faithful monitors of the public process--then we shall get and deserve the worst.

Accountability

The concept of accountability is as important as the concept of leadership. Humankind has spent thousands of years trying to figure out how to hold power accountable. And we have come a long way in devising the strategies that make that difficult task possible. The rule of law, trial by jury, the secret ballot, a free press and other principles have contributed importantly to that end. But it is still difficult. And that, too, is a part of the conversation about leaders.

Leadership Development

How many dispersed leaders do we need? When one considers all the towns and city councils, corporations, government agencies, unions, schools and colleges, churches, professions and so on, the number must be high. In order to have a target to think about, and setting precision aside, let us say that it is 1 percent of the population--2 .4 million men and women who are prepared to take leaderlike action at their levels. How can we ever find that many leaders?

Fortunately, the development of leaders is possible on a scale far beyond anything we have ever attempted. As one surveys the subject of leadership, there are depressing aspects but leadership development is not one of them. Although our record to date is unimpressive, the prospects for improvement are excellent. Many dismiss the subject with the confident assertion that "leaders1 are born not made." Nonsense! Most of what leaders have that enables them to lead is learned. Leadership is not a mysterious activity. It is possible to describe the tasks that leaders perform. And the capacity to perform those tasks is widely distributed in the population. Today, unfortunately, specialization and patterns of professional functioning draw most of our young potential leaders into prestigious and lucrative non-leadership roles.

We have barely scratched the surface in our efforts toward leader-ship development. In the mid-twenty-first century, people will look back on our present practices as primitive.

Most men and women go through their lives using no more than a fraction--usually a rather small fraction--of the potentialities within them. The reservoir of unused human talent and energy is vast, and learning to tap that reservoir more effectively is one of the exciting tasks ahead for humankind.

Among the untapped capabilities are leadership gifts. For every effectively functioning leader in our society, I would guess that there are five or ten others with the same potential for leadership who have never led or perhaps even considered leading. Why? Perhaps they were drawn off into the byways of specialization...or have never sensed the potentialities within them... or have never understood how much the society needs what they have to give.

We can do better. Much, much better.

YOUR DISCUSSION QUESTION:

Q1: Find at least 3 things in the "Cry for Leadership" that really speak to YOU—get you thinking, questioning, opining, agreeing, disagreeing, worked up, excited, ticked (or whatever) off, etc.—about something you see as important in TODAY'S world. Share the 3 things from "Cry…," how/why they're relevant TODAY, how they speak to YOU, and any other aspects of your reaction to "The Cry for Leadership," etc. In your original (i.e., first) posting, pleaseSEPARATE your 3 selections so that it's clear what each is, each one's relevance, your views regarding each, etc., etc. This will give others a rich source of comments to react to. (Please NO postings as "see attached file"—post text directly).

Pablo is a Portuguese resident employed by a Portuguese company. He is sent to Australia to work on a short-term project to assist with the establishment of a branch office of the company in Australia. Pablo works in Australia for one month. Throughout this period, his salary was paid into his Portuguese bank account. During the year, he earned the equivalent of A$120,000 from his employment. Does Pablo have to pay Australian tax on any of his salary?

Answer in around 300 words

ps: require plagiarism free answer

1. Suppose the industry of all farms planting beans is now in a perfectly competitive longrun equilibrium, and all farms have zero fixed cost for planting. Recent regulation in the market of fertilizers raises the price of bean fertilizer and therefore the marginal and average costs of all the farms in this industry. Note that marginal and average cost curves both experience a parallel shift up by the same amount. Please use a graphic tool to analyze the following changes to each individual farm and to the entire industry:

(a) (8 points) Set up a diagram, for both individual firms and the industry, to show the longrun equilibrium before the fertilizer shortage. Clearly mark the market price (p), individual supply (q), and the industry supply (Q).

(b) (12 points) Suppose the fertilizer shortage takes place but the price for beans has not yet adjusted accordingly (no entry or exit either). How much will each existing farm produce (mark your answer as q1 on the same graph) and how much profit or loss are they getting (make with a shaded area on your graph)?

(c) (16 points) As time goes by, will this industry experience any entry or exit? How will the price start to adjust? Explain your answer. Mark on your graph the new long-run industry supply, the new equilibrium market price (p’), the new individual supply (q’), and the new industry supply (Q’).

2. Suppose one Japanese firm and one American firm dominate the US market of widgets. They share the same cost structure: TC = 250 + 40q. The only demand for widgets is in the US and is p = 100 – Q.

(a) (16 points) If these two firms compete in quantity at the same time, what is the Cournot equilibrium output, price, profit level by each firm?

(b) (12 points) Suppose the American firm acquires the Japanese firm and therefore becomes a monopoly in this market. Calculate the monopoly’s output, price, and Lerner Index. How much is the deadweight loss due to monopoly behavior?